Enhancing numeracy skills in multigrade classrooms: Instructional challenges and teaching strategies

Abstract

This study examined the strategies and struggles of multigrade teachers in improving learners’ numeracy skills using a qualitative research design. Data were collected through Google Forms distributed to elementary multigrade teachers, and thematic analysis was used to interpret the responses. The findings revealed that multigrade teachers encounter challenges in lesson planning, classroom management, and preparation of instructional materials when teaching numeracy. Despite these challenges, teachers employ strategies such as differentiated instruction, peer tutoring, and visual aids and manipulatives to enhance learner engagement and understanding. External support from school administrators, colleagues, and the community was also found to help improve instructional practices. Overall, the study concludes that adaptive teaching strategies and institutional support play important roles in improving numeracy instruction in multigrade classrooms.